1 The Power of Positive Connections: Reducing Chronic Absence Through PEOPLE (Priority Early Outreach for Positive Linkages and Engagement) Attendance.

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Presentation on theme: "1 The Power of Positive Connections: Reducing Chronic Absence Through PEOPLE (Priority Early Outreach for Positive Linkages and Engagement) Attendance."— Presentation transcript:

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1 The Power of Positive Connections: Reducing Chronic Absence Through PEOPLE (Priority Early Outreach for Positive Linkages and Engagement) Attendance Works (Version Aug 19, 2014)

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AW Recommended Site Level Strategies 2 Leverage Strategies C and D to Adopt the PEOPLE Strategy Starting at the Beginning of the School Year

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P riority: Focuses on at-risk students in grades, schools and neighborhoods with high levels of chronic absence E arly: Begins with the start of school. O utreach: Connects to students and families P ositive: Promotes preventive, supportive approaches rather than punitive responses L inkages Taps the full community for support E ngagement: Motivates showing up to class & offers students & families a role in improving attendance. Priority Early Outreach for Positive Linkages and Engagement (PEOPLE)

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Implementing PEOPLE (Priority Early Outreach for Positive Linkages and Engagement) 4 Determine where to begin PEOPLE using a data- driven approach Establish a team to implement PEOPLE Examine which students need PEOPLE Connect students and families to positive supports Reflect and celebrate

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Identifying Where To Begin Implementation 5 Identifies Priority Schools, Neighborhoods or Grades within School to Begin Implementation Supportive Community Partners Low Income Students and High Levels of Chronic Absence School Leadership

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Proposed Criteria: Significant number of low-income students Elevated chronic absence rates especially in transitional grades (e.g. K/1, 6 th, 9 th grades) School leadership committed to making attendance a priority and adopting recommended practices and working with priority outreach list Community partners that can help support the work Use Data to Identify Where To Begin Implementation Within a District or School 6

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When to Begin Tier 1 7 Tier 1: Universal Tier 2: Early Outreach Tier 3: Intensive Intervention Summer Teacher Welcome: Teacher contacts family to welcome them to school, remind them of 1 st day, and invite to Back to School celebration Community Partner Welcome: Staff member reminds family of first day of school, invites to community- led Back to School celebration(s) Back to School Celebration: Backpack giveaway, announce attendance incentives gather families living in same area to talk about coordinating getting to school Back to School Neighborhood or Community Rally

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 Chronic absence (missed 10% or more of school) in the prior year, assuming data is available.  And/or during the beginning of the school year, student has: Criteria for Identifying Priority Students for Tier 2 Supports 9 In first 2 weeks In first month (4 weeks) In first 2 months (8 weeks) 2 absences 2-3 absences 4 absences

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Students Who Miss 2 or More Days of School in The First Month of School Are Significantly More Likely to Be Chronically Absent by the End of the School Year Percent chronically absent at the end of the school year Baltimore students who missed 2-4 days of school in September were 5 times as likely to be chronically absent. Students who missed 5 or more days of school in September were 16 times as likely to be chronically absent.

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11 When to Begin Tier 2 Tier 1: Universal Tier 2: Early Outreach Tier 3: Intensive Intervention First Month of School School-Designed Attendance Ritual Needed Infrastructure Supports and Training Attendance Team Meeting: I nclude key community partner staff; decide which families need home visit and who will conduct it 1st Day of School End of Week 1 Beg. of Week 2End of Week 4 School-Designed Attendance Ritual Community Partner-Designed Attendance Ritual School Staff Check-In: Personal contact if students exhibits chronic absence Share something child, offer help with barriers & connect to positive supports. Community Partner Staff Follow-Up: Staff follows up with families to help address barrier/offer support. Confidentiality agreement needed if data is shared.

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High Cost Low Cost 13 Recognize good and improved attendance Educate & engage students and families Monitor attendance data Clarify attendance expectations and goals Establish positive and engaging school climate PEOPLE Supports A Cost Effective Tiered Approach to Improving Educational Outcomes TIER 1 All students at priority schools Provide personalized early outreach Meet with student/family to develop plan Offer attendance Mentor/Buddy TIER 2 Students exhibiting chronic absence (missing 10%) Intensive case management with coordination of public agency and legal response as needed TIER 3 Students who missed 20% or more of the prior school year (severe chronic absence)

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Who Can Help Advance a PEOPLE Approach? 14 PEOPLE District Leaders Offer district support and data Identify and engage priority schools Make attendance a priority Ensure implementation team and plan School Leaders Call for PEOPLE approach Link to community resources (health, afterschool, food, mentoring, family support, etc.) Community Partners